Supporting the Scientific Practices through Epistemologically Responsive Science Teaching

Autor/inn/en	Berland, Leema K.; Russ, Rosemary S.; West, Cori P.
Titel	Supporting the Scientific Practices through Epistemologically Responsive Science Teaching
Quelle	In: Journal of Science Teacher Education, 31 (2020) 3, S.264-290 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1692507
Schlagwörter	Science Instruction; Teaching Methods; Epistemology; Class Activities; Thinking Skills; Scaffolding (Teaching Technique); Preservice Teachers; Elementary School Teachers; Methods Courses; Teacher Education Programs; Reliability; Discourse Analysis; Classroom Communication; Student Participation; Scientific Research + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Reliabilität; Diskursanalyse; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the driving force of classroom activity. However, in order for student ideas to take on this new role, teachers must engage in responsive teaching in which they elicit, notice, and respond to the substance of student thinking. In this work, we explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching--what we call "epistemologically responsive science teaching." Using arguments drawn from existing literature on how to support the scientific practices, we present a theoretical argument that "epistemologically responsive science teaching" has the potential to scaffold student participation in the scientific practices. We present data from elementary-school pre-service teachers (PSTs) in science methods classes to demonstrate their abilities for engaging in this type of responsiveness and use this data to lend intuitive plausibility to our theoretical argument. This work has implications for how we support PSTs in learning about and enacting the scientific practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01